Inclusive assessment practices for healthier learning environments, with Char Lewis-Sutherland

Assessment can often stir up negative emotions. But what if we can reframe the way we think about it? Assessment has long been equated with what’s wrong, what needs to be “fixed” or “bettered.” In this episode, Char Lewis-Sutherland, a Senior Advisor in McGill’s Equity Team, will challenge us to think, dialogue, and act creatively on assessment. They offer insights on inclusive and anti-racist assessment practices that promote healthier learning environments by effectively supporting all students. Char also offers tips on how to keep the focus on learning and not on measuring shortcomings in or out of the classroom. 

 

Learn more on our blog Teaching for Learning @ McGill. 

 

References 

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Henning, G. W., & Lundquist, A. E. (2018, August). Moving towards socially just assessment (Equity Response). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA). 

Hockings, C. (2010). Inclusive learning and teaching in higher education: a synthesis of research. Evidence Net. Higher Education Academy.  

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Montenegro, E., & Jankowski, N. A. (2017, January). Equity and assessment: Moving towards culturally responsive assessment (Occasional Paper No. 29). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA). 

Montenegro, E., & Jankowski, N. A. (2020, January). A new decade for assessment: Embedding equity into assessment praxis (Occasional Paper No. 42). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA). 

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Yeager, D. S., Purdie-Vaughns, V., Garcia, J., Apfel, N., Brzustoski, P., Master, A., … & Cohen, G. L. (2014). Breaking the cycle of mistrust: Wise interventions to provide critical feedback across the racial divide. Journal of Experimental Psychology: General, 143(2), 804-824. 

Yeh, C. J., & Krumboltz, J. D. (1995). The impact of a non-competitive grading system on learning. ERIC Number: ED398173. 

 

 

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